A Christma s Carol Charles Dickens, 1843 - PowerPoint Presentation

1. A Christmas CarolCharles Dickens, 1843Quotation Revision Booklet

2. Themes (ideas that recur in a text):ChristmasSettingsIsolation and LonelinessThe Supernatural (ghosts, magic)FamilyEnlightenment and TransformationThe Cold vs the WarmthThe Light vs the DarkPovertyChildrenGreed and SelfishnessWealthDeathLoveGuilt and RegretKey Characters:Ebenezer ScroogeJacob MarleyFredThe Portly GentlemenLittle FanFezziwigBelleThe Ghost of Christmas PastThe Ghost of Christmas PresentThe Ghost of Christmas Yet to ComeIgnorance and WantBob CratchitTiny TimMrs CratchitMartha CratchitPeter CratchitMrs DilberOld JoeCaroline

3. Language Techniques:Word Classes –Nouns – Labelling or denoting words e.g. table, Paris, apple.Adjectives – Describe nouns e.g. big, square, grey.Verbs – Action/doing words e.g. run, jump, singing.Adverbs – Describe verbs e.g. quickly, agonisingly, decisively.Pronouns – A word used instead of a noun e.g. he, she, we.Sentences Types –Exclamative – Exclaiming or shouting e.g. he ran really fast!Declarative – Making a statement e.g. it was raining.Imperative – A command e.g. you must open the door.Interrogative – Asks a question e.g. who are you?Simile (comparison with like or as) e.g. life is like a journey.Metaphors (saying something is something else) e.g. life is a journey.Pathetic fallacy – when the weather/setting matches the mood.Onomatopoeia (bang, crash, creak) – words which sound like what they describe.Juxtaposition – two opposites next to each other e.g. light at the end of the tunnel.Hyperbole (exaggeration) - e.g. I cried a thousand tears.Oxymoron – two opposites which can’t physically exist e.g. deafening silence.Alliteration – words with the same letter or sound used consecutively e.g. green grass.Tricolon/Triple – three words or ideas used for emphasis e.g. the good, the bad and the ugly.Personification – giving human qualities to something non-human e.g. the tree waved as we passed.Sibilance (‘S’ alliteration) e.g. several sensible stacks of snakes. Connotation – thoughts/feelings associated with a word e.g. red could connote anger, passion, love or blood, etc. Rhetorical Questions – questions that don’t need an answer e.g. who do you think you are? Listing – writing several words or connected items consecutively.

4. Stave 1

5. ‘Marley was dead: to begin with.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adjective in the quote.What are the connotations of this? Annotate the quote and aim for at least 2 ideas.What sentence type is being used? Why could this be?What tense is the verb ‘was’? What can this, and the pause caused by the colon in the sentence, imply?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

6. ‘Marley was as dead as a doornail.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used in this quote? Why is this an effective comparison?What word class is ‘doornail’? Annotate this in the quote and aim for at least 2 connotations.What sentence type is being used? Why could this be?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

7. ‘He was a tight-fisted hand at the grindstone, Scrooge!’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘tight-fisted’? Annotate this in the quote and aim for at least 2 connotations.How can being ‘tight-fisted’ link to Scrooge’s personality?What is a ‘grindstone’?What word class is ‘grindstone’? Annotate this in the quote and aim for at least 2 connotations.What sentence type is being used? Why could this be?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

8. ‘Hard and sharp as flint.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used in this quote? Why is this an effective comparison?What word class is ‘hard’? Annotate this in the quote and aim for at least 2 connotations.What word class is ‘sharp’? Annotate this in the quote and aim for at least 2 connotations.What is ‘flint’? What does it suggest about the character?What word class is ‘flint’? Annotate this in the quote and aim for at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

9. ‘Solitary as an oyster.’ Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used in this quote? Why is this an effective comparison?What word class is ‘solitary’? Annotate this in the quote and aim for at least 2 connotations.What is an ‘oyster’? What does it suggest about the character?What word class is ‘oyster’? Annotate this in the quote and aim for at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

10. ‘External heat and cold had little influence on Scrooge.’ Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘heat’? Annotate this in the quote and aim for at least 2 connotations.What word class is ‘cold’? Annotate this in the quote and aim for at least 2 connotations.Highlight the nouns in this quote.Where is the juxtaposition in this quote?Why might this have been used? Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

11. ‘It was cold, bleak, biting weather.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used? Why?Research and define the term ‘bleak’.What word class is ‘cold’? Annotate this in the quote and aim for at least 2 connotations.What word class is ‘biting’? Annotate this in the quote and aim for at least 2 connotations.What word class is ‘bleak’? Annotate this in the quote and aim for at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

12. ‘The fog came pouring in at every chink and keyhole.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageThe setting is being used to match the mood. What technique is this?What word class is ‘pouring’? Annotate this in the quote and aim for at least 2 connotations.Highlight the nouns in this quote. What are the connotations of ‘fog’? Aim for at least 2. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

13. ‘His clerk… in a dismal little cell’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘dismal’. What are the connotations of this?What word class is ‘cell’? Annotate this in the quote and aim for at least 2 connotations.Why could it be significant that the cell is ‘little’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

14. ‘He was all in a glow; his face was ruddy and handsome; his eyes sparkled.’ Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adjectives in the quote and annotate each one with at least 2 connotations. What is the significance of ‘eyes’? What can they reveal about a character?What word class is ‘sparkled’? What does this suggest?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

15. ‘”Are there no prisons?”Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used in this quote? Do you think this question should be answered? Why or why not?What word class is ‘prisons’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

16. “’I don’t make merry myself at Christmas, and I can’t afford to make idle people merry.’”Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat is the definition of ‘idle’?What word class is ‘idle’? Annotate this with at least 2 connotations. How does this link to who it is about?What do you notice about ‘merry’ in this quote? Annotate this word and aim for at least 2 connotations. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

17. ‘”If they would rather die… they had better do it, and decrease the surplus population.’”Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat does ‘surplus’ mean? What word class is this?Can you make a link between the words ‘surplus’, ‘decrease’ and ‘population’? What sort of language is this?Annotate the quote and aim for at least 2 connotations each for those 3 words. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

18. ‘Piercing, searching, biting cold.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used here when there is 3 words/ideas?What technique is being used here that makes the cold seem alive? What is the effect of this?Highlight the verbs in this quote and annotate each one with at least 2 connotations. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

19. ‘The same face: the very same.’ Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the repeated words in this quote. Why do you think this has been done?Why do you think Dickens has broken up this sentence with a colon?Why could it be significant that it is the ‘face’ that is the same?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

20. ‘”How now!” said Scrooge, caustic and cold as ever.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘caustic’. Annotate this word with at least 2 connotations. What sentence type is ‘How now!’? Why might this have been used?What technique is used when the sound is repeated in ‘caustic and cold’? What type of sound is this? Why might it have been used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

21. ‘”I wear the chain I forged in life… I made it link by link’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘forged’? What does this mean? Annotate ‘forged’ and ‘chain’, coming up with at least 2 connotations for each.Explain the metaphor in this quote.What can each ‘link’ be symbolic of?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

22. It was full as heavy and as long as this, seven Christmas Eves ago. You have laboured on it, since. It is a ponderous chain!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adjectives in this quote. How many are there in the first sentence? What technique is this, and why might it have been used?What word class is ‘laboured’? Annotate this with at least 2 connotations.Define ‘ponderous’. What type of sentence has this been used in? Why might this be?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

23. ‘”Mankind was my business.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhy is this quote in the past tense? What does it tell the reader about the situation the person who says this is in?What word class is ‘mankind’ and ‘business’? What are the connotations of these words?How is juxtaposition used in this quote? Why?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

24. Stave 2

25. ‘It was a strange figure – like a child: yet not so like a child as like an old man.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘strange’? Annotate this with at least 2 connotations.Highlight the nouns in this quote and annotate each with at least 2 connotations. Highlight the similes in this quote.What is the effect of the punctuation in this quote?Why can it be relevant that this character is depicted as a ‘figure’?How is juxtaposition used in this quote? Why?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

26. ‘It wore a tunic of the purest white.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘purest’? Annotate this with at least 2 connotations.What word class is ‘white’? Annotate this with at least 2 connotations.What word class is ‘it’? Why might this have been used?Why can it be relevant that this character wears a ‘tunic’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

27. ‘From the crown of its head there sprung a bright clear jet of light.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat can ‘light’ be symbolic of?What word class is ‘sprung’? Define this and annotate it with at least 2 ideas.Why can it be significant that it is a ‘bright’ and ‘clear jet’?What do you think this character is meant to represent? Why?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

28. ‘The voice was soft and gentle.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘soft’ and ‘gentle’? Annotate these words with at least 2 connotations.Why can it be significant that these traits are associated with how this character speaks?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

29. ‘”Would you so soon put out, with worldly hands, the light I give?”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘worldly’. What word class is this? Annotate this term with at least 2 connotations.How do the ‘worldly hands’ juxtapose the character who says this quote?What word class is ‘give’? How can this link to wider ideas in the text?Why can it be significant that this character gives ‘light’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

30. ‘He was conscious of a thousand odours floating in the air, each one connected with a thousand thoughts, and hopes, and joys, and cares long, long forgotten!’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat is the effect of the repetition in this quote?Highlight all of the nouns in this quote.Annotate the following words with at least two connotations: ‘hopes’, ‘joys’ and ‘cares’. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

31. ‘”Your lip is trembling,” said the Ghost. “And what is that upon your cheek?”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘trembling’? Annotate this word with at least 2 connotations.What type of sentence is ‘And what is that upon your cheek?’ What do you think that the ghost is pointing out and why is this relevant?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

32. ‘”The school is not quite deserted… A solitary child, neglected by his friends, is left there still.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adjectives in this quote. Annotate each one with at least 2 connotations.What is a ‘child’ symbolic of?What word class is neglected? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

33. ‘A lonely boy was reading near a feeble fire.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the alliteration in this quote. Why do you think it has been used?Highlight the adjectives in the quote. Annotate each one with at least 2 connotations. Why can it be relevant that the boy is ‘reading’? What sort of activity is this? Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

34. ‘Scrooge… wept to see his poor forgotten self as he used to be.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘wept’? Annotate this with at least 2 connotations. What word class is ‘poor’? Annotate this with at least 2 connotations. What word class is ‘forgotten’? Annotate this with at least 2 connotations. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

35. ‘A little girl, much younger than the boy, came darting in, and putting her arms about his neck, and often kissing him, addressed him as her ‘dear, dear brother.’’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘darting’? What can this tell the reader about the girl’s personality?Why do you think that ‘dear’ has been repeated? What effect does this have?Highlight at least two verbs which show the girl is kind and caring.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

36. ‘”Father is so much kinder than he used to be, that home’s like Heaven!’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the simile in this quote. Why is this an effective comparison?Highlight the adjective in this quote and annotate it with at least 2 connotations. What are the connotations of a ‘home’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

37. ‘He called out in a comfortable, oily, rich, fat, jovial voice.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adjectives in the quote and annotate each one with at least 2 connotations.What technique has been used when writing these adjectives? What is the effect?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

38. ‘”He has the power to render us happy or unhappy; to make our service light or burdensome; a pleasure or a toil.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight any examples of juxtaposition in the quote. Why do you think these have been used?Define ‘toil’. Annotate this with at least 2 connotations.Why do you think this quote has been broken apart using semi-colons? What effect can this have?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

39. ‘”Another idol has displaced me.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘displaced’? Annotate this with at least 2 connotations.What is an ‘idol’? What technique is being used here? Why do you think this specific word has been used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

40. ‘”You fear the world too much.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type is this? Why do you think it has been used?What word class is ‘fear’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

41. ‘He seized the extinguisher-cap, and by sudden action pressed it down upon its head.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘seized’ and ‘pressed’? Annotate each one with at least 2 connotations.What is an ‘extinguisher-cap’? Why can this be interpreted as a significant action? What can it be symbolic of?What can the ‘extinguisher-cap’ represent?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

42. ‘He could not hide the light: which streamed from under it, in an unbroken flood upon the ground.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘streamed’? Annotate this with at least 2 connotations.What word class is ‘flood’? Annotate this with at least 2 connotations.Why do you think this character is trying to ‘hide the light’? What is this action symbolic of?Why do you think this sentence is separated by the colon?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

43. Stave 3

44. ‘Such a mighty blaze went roaring up the chimney.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the personification in this quote. What are the connotations of the word used to do this? Aim for at least 2.What is a ‘blaze’? How can it link to wider symbolism in the novella?What word class is ‘mighty’? Write down 2 connotations of this.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

45. ‘Heaped up on the floor, to form a kind of throne, wereturkeys, geese, game, poultry…’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat is a ‘throne’ usually associated with? Why can this be significant?What technique is being used when naming what the ‘throne’ is made of? Why do you think this has been used? What is the ‘throne’ made of? Why might this be relevant?What word class is ‘heaped’? Annotate this with 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

46. ‘In easy state upon this couch, there sat a jolly Giant, glorious to see; who bore a glowing torch… and held it up, high up, to shed its light on Scrooge.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘jolly’, ‘glorious’ and ‘glowing’? Annotate each one with at least 2 connotations.Why can it be significant that this character is a ‘giant’?What does the ‘light’ represent? Why is it relevant that it is shining this on Scrooge?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

47. ‘”Come in! and know me better, man!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type are these? Why do you think they have been used?What do you think this character means by ‘know me better’?Why can it be relevant that this character refers to Scrooge as ‘man’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

48. ‘Its dark brown curls were long and free: free as its genial face, its sparkling eye, its open hand.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight all of the adjectives in this quote. Define ‘genial’. Annotate this with at least 2 connotations.What technique listing 3 things has been used in the second half of this sentence? Why do you think this has been used?Why can it be significant that is has a ‘open hand’ and a ‘sparkling eye’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

49. ‘Girded round its middle was an antique scabbard; but no sword was in it, and the ancient sheath was eaten up with rust.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘girded’. Annotate this with at least 2 connotations.What is a ‘scabbard’ and a ‘sheath’? What can the fact that the ‘scabbard’ has ‘no sword’ in it represent?Identify the personification in this quote. Why do you think it has been used?What word class is ‘antique’ and ‘ancient’? Annotate these words with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

50. ‘”There are some upon this earth of yours… who lay claim to know us, and who do their deeds of passion, pride, ill-will, hatred, envy, bigotry, and selfishness in our name…”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique has been used to name the negative qualities of selfish people? Why do you think this is?What word class is ‘us’ and ‘yours’? Why do you think a divide has been created here?Highlight the nouns in this quote and annotate each one with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

51. ‘Then up rose Mrs Cratchit, Cratchit’s wife… brave in ribbons.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘rose’? Label this with at least 2 connotations.What word class is ‘brave’? Label this with at least 2 connotations.Why can it be relevant that she is wearing ‘ribbons’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

52. ‘It was a sufficient dinner for the whole family.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘sufficient’? Annotate this with at least 2 connotations. What sentence type is used in this quote and why can it be relevant?What does the fact the meal is ‘sufficient’ imply?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

53. “’If these shadows remain unaltered by the Future, the child will die.’”Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘shadows’? Annotate this with at least 2 connotations.What sentence type is being used? Why do you think this has been used?This quote begins with a conditional clause. Why do you think Dickens has split this quote with a comma? What can it imply?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

54. ‘”What then? If he be like to die, he had better do it, and decrease the surplus population.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is used in the first part of this quote and why might this be?Where has this quotation been used before and why can this be relevant?What type of language is the following words: ‘decrease’, ‘surplus’, ‘population’? Why might this be significant?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

55. ‘”Mr Scrooge!” said Bob; “I’ll give you Mr Scrooge, the Founder of the Feast!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence types are being used when Bob is speaking and what does this suggest?What does Bob mean by calling Scrooge the ‘Founder of the Feast’?Why do you think Bob refers to Scrooge this way rather than his by his first name? Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

56. ‘There was nothing of high mark in this. They were not a handsome family; they were not well dressed; their shoes were far from being water-proof; their clothes were scanty.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique has been used to describe the qualities of this family? Why do you think this has been used?Highlight the adjectives used in this quote and annotate each one with at least 2 connotations.What can the clothes and shoes of this family be symbolic of? What do they tell the reader about them?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

57. ‘”A place where Miners live, who labour in the bowels of the earth,” returned the Spirit. “But, they know me. See!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘labour’? Annotate this with at least 2 connotations.What technique is being used to describe where the miners work? What imagery does this create?What sentence type does this quote end with? Why?Why can it be significant that even the ‘Miners… know’ the speaker?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

58. ‘”I am sorry for him; I couldn’t be angry with him if I tried.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhy do you think this quote is separated with a semi colon? How can you argue juxtaposition is used in this quote? Why might this have been used?What word class is ‘sorry’ and ‘angry’? Annotate these words with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

59. ‘They were a boy and girl. Yellow, meagre, ragged, scowling, wolfish: but prostrate, too, in their humility.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adjectives in this quote and annotate each one with at least 2 connotations.Define ‘prostrate’ and ‘humility’. What does this latter part of the quote suggest about the children?What technique is used when naming the traits of the children? Why might this have been used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

60. ‘”They are Man’s,” said the Spirit, looking down upon them. “And they cling to me, appealing from their fathers. This boy is Ignorance. This girl is Want.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageIgnorance and Want are ideas which are given a human form – what technique is this? Why might it have been used?What word class is ‘cling’ and ‘appealing’? Annotate these words with at least 2 connotations.What does the Spirit mean when it says ‘they are man’s’?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

61. ‘”Beware them both, and all of their degree, but most of all beware this boy, for on his brow I see that written which is Doom.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageIdentify the metaphor in this quote and explain its meaning, and why it may have been used.What word class is ‘doom’? Annotate this with at least 2 connotations.What technique has been used on the verb ‘beware’ and why do you think this has been done?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

62. Stave 4

63. ‘The Phantom slowly, gravely, silently, approached.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the adverbs in this quote and annotate each with at least 2 connotations.What other technique has been used with ‘slowly, gravely, silently’ and why?What word class is ‘Phantom’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

64. ‘It seemed to scatter gloom and mystery.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘scatter’? Annotate this with at least 2 connotations.What word class is ‘it’? Why do you think this word has been used?Highlight the nouns in this quote and annotate each one with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

65. ‘It was shrouded in a deep black garment, which concealed its head, its face, its form and left nothing visible.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHighlight the verbs in this quote and annotate each with at least 2 connotations.Identify the triple in this quote and explain why it may have been used.Highlight the nouns in this quote and annotate each with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

66. ‘It was tall and stately.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘tall’? Annotate this with at least 2 connotations. Why is this intimidating?What word class is ‘stately’? Annotate this with at least 2 connotations.What sentence type is this and why do you think it has been used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

67. ‘Scrooge feared the silent shape so much that his legs trembled beneath him.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘feared’? Annotate this with at least 2 connotations.What technique is used in ‘silent shape’? What effect does this have?What word class is ‘trembled’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

68. ‘There were ghostly eyes intently fixed upon him.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘ghostly’? Annotate this with at least 2 connotations.Why is it relevant that the ‘eyes’ are ‘fixed upon him’? What are eyes associated with?What word class is ‘intently’? Annotate this with at least 2 connotations.What word class is ‘fixed’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

69. ‘”I hope to live to be another man from what I was, I am prepared to bear you company, and do it with a thankful heart.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat do you think is meant by the phrase ‘bear your company’?What word class is ‘thankful’? Annotate this with at least 2 connotations.What is the ‘heart’ symbolic of? Why is this an effective reference?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

70. ‘They were men of business: very wealthy, and of great importance.’ Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘business’ and ‘importance’? Annotate each one with at least 2 connotations.What word class is ‘wealthy’? Annotate this with at least 2 connotations.Why do you think this quote has been separated with a colon?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

71. ‘He had made a point of always standing well in their esteem: in a business point of view that is; strictly in a business point of view.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat does it mean to stand ‘well’ in somebody’s ‘esteem’?Why do you think the narrator clarifies that his is ‘in a business point of view’?What technique has been used in this quote and why do you think this is?What word class is ‘strictly’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

72. ‘”Spirit!” said Scrooge, shuddering from head to foot. “I see, I see. The case of this unhappy man might be my own.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat can the exclamative sentence in the first part of the quote suggest about Scrooge’s state?What word class is ‘shuddering’? Annotate this with at least 2 connotations.Why do you think ‘I see’ has been repeated?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

73. ‘Oh cold, cold, rigid, dreadful Death, set up thine altar here.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique has been used when describing ‘Death’ here? What is the effect of this?Highlight the adjectives in the quote and annotate each with at least 2 connotations.What is an ‘altar’? Annotate this with at least 2 connotations.Why do you think ‘cold’ has been repeated?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

74. ‘”Let me see some tenderness connected with a death.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘tenderness’? Annotate this with at least 2 connotations.Why do you think the speaker references ‘a death’, rather than specifically?Why do you think the speaker is desperate to see this? Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

75. ‘Ah, poor Tiny Tim!’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘poor’? Annotate this with at least 2 connotations. How can it be interpreted in more than one wayWhat sentence type has been used here and why?What technique is used in the name ‘Tiny Tim’ and why might this have been used?How does the fact he is ‘Tiny’ effect the reader’s emotions?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

76. ‘”Don’t mind it, father. Don’t be grieved!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhy do you think the first part of this quote is repeated?What word class is ‘grieved’? Annotate this with at least 2 connotations.What sentence type is used in the second sentence and why could this be?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

77. ‘”My little, little child!” cried Bob. “My little child!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type is being used in the dialogue and what could this show?What technique is being used with the word ‘little’? Why could this be?What word class is ‘cried’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

78. ‘The Spirit was immovable as ever.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type is this and why might it have been used?What word class is ‘immovable’? Annotate this with at least 2 connotations.How can this quote be interpreted in more than one way?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

79. ‘”Hear me! I am not the man I was. I will not be the man I must have been but forthis intercourse. Why show me this, if I am past all hope?”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type is ‘Hear me!’ and why has this been used?What technique is used in the final part of the quote and why might this have been used?How is the idea that the character will change emphasised in the quote? Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

80. “’I will honour Christmas in my heart, and try to keep it all the year. I will live in the Past, Present, and the Future.”’ Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat does it mean to ‘honour’ something? What word class is this? Annotate the word with at least 2 connotations. Research what ‘anaphora’ is. How is this quotation anaphoric? Why do you think this has been used?What do you think it means to ‘live in the Past, Present, and the Future’? Can this be interpreted in more than one way?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

81. ‘”The Spirits of all Three shall strive within me. I will not shut out the lessons that they teach. Oh, tell me I may sponge away the writing on this stone.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘strive’? Annotate this with at least 2 connotations.How can the ‘Spirits’ be interpreted in more than one way?What can sponging ‘away the writing on this stone’ be figurative for?What is a ‘sponge’? How can the connotations of this link to change?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

82. Stave 5

83. ‘He was so fluttered and so glowing with his good intentions, that his broken voice would scarcely answer to his call.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘fluttered’ and ‘broken’? Annotate each with at least 2 connotations.What word class is ‘glowing’? Annotate this with at least 2 connotations.What word class is ‘scarcely’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

84. ‘He had been sobbing violently in his conflict with the Spirit, and his face was wet with tears.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘sobbing’? Annotate this with at least 2 connotations.What word class is ‘violently’? Annotate this with at least 2 connotations.What word class is ‘conflict’? Annotate this with at least 2 connotations.What word class is ‘tears’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

85. ‘His hands were busy with his garments all this time: turning them inside out, putting them on upside down, tearing them, mislaying them, making them parties to every kind of extravagance.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat technique is being used to describe this characters actions? Why do you think this has been used?Define ‘extravagance’. What is the word class? Annotate this with at least 2 connotations.Highlight the verbs in this quote and annotate each one with at least 2 connotations. Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

86. ‘”I am as light as a feather, I am as happy as an angel, I am as merry as a school-boy.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat comparative technique has been used in this quote? Why is each one effective?What other technique has been used in this quote and why?Highlight the adjectives in this quote and annotate each one with at least 2 connotations.Highlight the nouns in this quote and annotate each one with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

87. ‘For a man who had been out of practice for so many years, it was a splendid laugh, a most illustrious laugh.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhy do you think ‘laugh’ has been repeated?Define ‘splendid’. What is the word class? Annotate this with at least 2 connotations.Define ‘illustrious’. What is the word class? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

88. ‘No fog, not mist; clear, bright, jovial, stirring, cold.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageHow has pathetic fallacy been used in this quote?Highlight the adjectives in this quote and annotate each one with at least 2 connotations.Highlight the nouns in this quote and annotate each one with at least 2 connotations.What technique has been used to describe the ‘cold’ and why do you think it has been used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

89. ‘Oh, glorious. Glorious!’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘glorious’. What word class is this? Annotate this with at least 2 connotations.What technique has been used on ‘glorious’ and why?What sentence types are being used and why do you think they have?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

90. ‘”An intelligent boy!” said Scrooge. “A remarkable boy!”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type has been used in the dialogue and why do you think this is?How do these references contrast what is said earlier in the novella?What word type is ‘intelligent’ and ‘remarkable’? Annotate each one with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

91. ‘Everything could yield him pleasure.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘yield’. What word class is this? Annotate this with at least 2 connotations.Define ‘pleasure’. What word class is this? Annotate this with at least 2 connotations.How does this quote show change?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

92. ‘Let him in! It is a mercy he didn’t shake his arm off. He was at home in five minutes. Nothing could be heartier.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘heartier’? Annotate this with at least 2 connotations.Identify the hyperbole in this quote and explain why it may have been used.What sentence type is ‘Let him in!’ and why do you think this has been used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

93. “’I’ll raise your salary, and endeavour to assist your struggling family, and we will discuss your affairs this very afternoon.”’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageDefine ‘endeavour’. What word class is this? Annotate this with at least 2 connotations.What technique is being used in this quote and why?What word class is ‘struggling’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

94. ‘Scrooge was better than his word. He did it all and infinitely more.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat word class is ‘infinitely’? Annotate this with at least 2 connotations.What sentence type is being used and why is it being used?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

95. ‘His own heart laughed: and that was quite enough for him.’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat figurative technique is being used in this quote and what is the effect of this?Why do you think this quote has been separated with a colon?What word class is ‘heart’? Annotate this with at least 2 connotations.What word class is ‘laughed’? Annotate this with at least 2 connotations.Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one:

96. ‘And so, as Tiny Tim observed, God bless Us, Every One!’Section B (AO1) – Use and Interpretation of QuotesWho, or what, is the quotation about? Who says it?What does the quotation suggest?What tone is established through the quote?Is there any relevance in where the quote is in the text? Section A (AO2) – Analysis of LanguageWhat sentence type is being used in this quote and why can this be relevant?What word class is ‘bless’? What does it mean to ‘bless’ someone or something? Annotate this with at least 2 connotations.What word class is ‘us’? Why has this word been used; who does it include?Section B (AO1) – Link to ThemesLink this quote to 3 themes and explain how for each one: